Strengthening Preceptor Skills: An Evidence-Based Approach for Mitigating Discriminatory Behavior in Clinical Learning Environments.

Abstract

Background: Nurse practitioner (NP) students frequently encounter mistreatment in clinical environments, yet many supervising preceptors lack training to effectively address it.

Purpose: The aims of this evidence-based practice project were to improve preceptor knowledge, perceptions, and behaviors related to fostering culturally aware learning environments, mitigating discriminatory behavior, and role modeling inclusive care.

Approach: Guided by the Expect, Recognize, Address, Support, Establish/Encourage (ERASE) framework, a stepwise approach to address mistreatment, a self-paced, multimodal online learning module was developed and implemented.

Outcomes: Preceptors demonstrated improvements in self-reported preparedness to recognize and respond to bias and discriminatory behaviors in the clinical setting using the ERASE framework. These results suggest that targeted, accessible education can positively influence preceptor readiness to support students in complex clinical learning environments.

Conclusion: Continued efforts are needed to equip preceptors with the tools to model inclusive care and respond effectively to mistreatment, ultimately creating more supportive, culturally aware clinical learning environments for NP students.